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Enhancing  Traditional  Pedagogy

A screencast generally consists of a recording of the computer screen, along with the instructor’s commentary. Although easy to produce, this visual and auditory format is an excellent way to narrate presentations, explain concepts, answer students’ questions, and demonstrate how to use software and navigate websites. In addition, screencast videos have been shown to help students gain a deeper understanding of the material and also to enhance their engagement with the course content.

Many theories provide the basis for developing and using screencast tutorial videos as a pedagogical tool in online courses. One such theory is the cognitive theory of multimedia, which explains the benefits of integrating education with multimedia for online learners, especially through screencasting’s audio-video format. An empirical study by Lloyd and Robinson (2012) compared the effectiveness of text tutorials and screencasts. It showed that screencasts were a more effective learning tool for imparting higher-order, conceptual knowledge. The authors attributed their success to the dual learning channels (i.e., visual and verbal processing) that screencasts provide. (Link to the Article)

Implementing Active Learning and Student-Centered Pedagogy in Large Classes, Blended and Flipped Learning, Faculty Focus, Nov 27th, 2019.

The action plan for student engagement varies by class size. In smaller, fourth-year undergraduate classes with an average class size of 12-18 students, it is easy to interact with students while analyzing or discussing real-world issues.  Of course, smaller class size is inherently more conducive to active learning. Furthermore, it helps to have suitable physical space and flexible seating to allow students to form groups and discuss within and between groups.  While students solve problems or apply concepts, I transition between groups to try and help them assimilate new information while making the right connections with what they already know. (Link to the Article)

Experimenting with Facebook in the College Classroom, Teaching with Technology, Faculty Focus, June 10th, 2013

• A Facebook page creates a public presence online. Anyone on the Internet, even those that don’t have a Facebook account, can view this page. By default, comments can be viewed by anyone on the Internet. (Pineda)
• Facebook groups can be open (public), closed (require administrator approval for joining and only members can read the posts), or secret (only members can see the group, who’s in it, and what’s being posted).
• Students prefer a closed group. They are apprehensive about asking questions in open groups where their Facebook friends can judge them as scholastically inept. (Selwyn)

As for the benefits of creating a Facebook group for your course, I see better online interactions and face-to-face discussions and a fantastic way to get mid-semester feedback from the students. (Link to the Article)

Seminars in Applied Research Methods: Designing Instructional Strategies for a Seminar Course, Syllabus Journal (2013)

The use of social media that students have previously been using and accustomed to provides a cost and free effective medium for discussion and interaction (Lockyer, Dawson, & Heathcote, 2010). 

Another decision I struggled with was the assessment of class participation/discussion: how to grade students anxious about public speaking or who are shy. Having a place to post comments and participate without the public eye – should be helpful and encourage involvement (Larson, B.E. & Keiper, T.A., 2002).  ( Link to the Article)